Promoting Teacher Adoption of Physical Activity Breaks in the Classroom: Findings of the Central Texas CATCH Middle School Project
Promoting Teacher Adoption of Physical Activity Breaks in the Classroom: Findings of the Central Texas CATCH Middle School Project
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DOI：
10.1111/josh.12203
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发表时间：
2014-11-01
影响因子：
2.2
通讯作者：
Grayless, Megan
中科院分区：
文献类型：
--
作者：
Delk, Joanne;Springer, Andrew E.;Grayless, Megan
背景技术背景：研究表明，课堂上的体育活动休息（AB）可以提高学生的体育活动水平，并提供学术益处。本研究评估了3年的干预，旨在鼓励教师AB use.METHODS：30个中央德州中学被分配到3个条件之一：培训只（基本），培训加促进者的支持（基本加），培训/促进者的支持和社会营销活动（基本加SM）。教师完成了调查，在年底2（N = 1039）和3（N = 831），以评估暴露于程序，自我效能，和频率的AB use.RESULTS：在年底3，教师在促进支持的条件下报告增加曝光，自我效能，和使用相比，基本条件。在基本条件下，只有43.2%的教师报告接受过ABs培训，而在基本加和基本加SM条件下，这一比例分别为84.2%和90.6%。此外，在辅导员支持条件下，每周进行AB的教师比例更高（基本= 23.3%，基本+= 34.4%，基本+SM = 38.7%，在第3年; p <0.001）。尽管存在明显的障碍，包括担心AB会减少教学时间，干预措施取得了成功，有一批核心教师每周执行这些措施。需要进行更多的研究，以提高教师定期实施AB的比例。
BACKGROUND: Research suggests that physical activity breaks (ABs) during class increase students' physical activity levels and provide an academic benefit. This study evaluates a 3-year intervention aimed at encouraging teacher AB use.METHODS: Thirty central Texas middle schools were assigned to 1 of 3 conditions: training-only (Basic), training plus facilitator support (Basic Plus), and training/facilitator support and a social marketing campaign (Basic Plus SM). Teachers completed surveys at end of years 2 (N = 1039) and 3 (N = 831) to assess exposure to program, self-efficacy, and frequency of AB use.RESULTS: At end of year 3, teachers in facilitator-supported conditions reported increased exposure, self-efficacy, and use compared to Basic condition. Only 43.2% of teachers in the Basic condition reported receiving training in ABs compared to 84.2% and 90.6% in the Basic Plus and Basic Plus SM conditions, respectively. Additionally, a greater percentage of teachers in the facilitator-support conditions reported conducting ABs weekly (Basic = 23.3%, Basic Plus = 34.4%, Basic Plus SM = 38.7%, at year 3; p < .001).CONCLUSIONS: Despite perceived barriers, including fear that ABs will detract from instructional time, the intervention was successful in having a core group of teachers implement them weekly. More research is needed to increase the percentage of teachers implementing ABs regularly.